James P. Sampson

The use of computer-assisted instruction in support of psychotherapeutic processes ☆

Abstract This article explores the use of computer-assisted instruction (CAI) in support of psychotherapeutic processes. Specific topics include: the role of information in the behavior change process, the effectiveness of CAI, integrating client needs and CAI, the use of CAI outside of psychotherapy, the use of CAI as a component of psychotherapy, the process of developing and evaluating CAI, ethical issues, professional standards, and future developments.

A generic computer program for systematic desensitization: Description, construction and case study

A computer program designed to provide systematic desensitization for phobias is described. Clients are taught by computer-aided instruction to develop their own personalized phobic hierarchy which is then used by the computer as the phobic stimulus in desensitization proper. The results of a pilot trial with an agoraphobic client indicate that the computer program was successful.

A comparison of the effectiveness of three computer-assisted career guidance systems: DISCOVER, SIGI, and SIGI PLUS

Abstract One hundred and twenty-six volunteer students from an introductory psychology course at a large public southeastern university were randomly assigned to one of three computer-assisted career guidance (CACG) systems — SIGI, SIGI PLUS, and DISCOVER. The respective systems were compared in terms of an instrument developed to measure three constructs in CACG effectiveness: analysis, synthesis, and computer effect. Both the Occupational Alternative Question (Zener & Schnuelle, 1972; modified by Slaney, 1980) and the My Vocational Situation (Holland, Daiger, & Power, 1980a) inventories were included to assess the possible moderating effect of individual differences in the perception of CACG effectiveness. The results revealed that the majority of participants in each condition rated the CACG system to which they were assigned positively on all three constructs. While we concluded there were no practical differences in effectiveness among the three systems, students with a need for career information rated the lists of career options generated by SIGI and DISCOVER more favorably than those with no such need. Implications for further research on the use of CACG systems are discussed.

Factors influencing the effective use of computer-assisted careers guidance: The North American experience

Abstract Some of the causal factors that account for effective and ineffective use of computer-assisted careers guidance (CACG) systems in North America are explored. Factors that have facilitated effective CACG design and use are described, and inhibiting factors are identified. Implications for the continued design and use of CACG systems within the European Community are discussed.

Computer-Assisted Careers Guidance Systems and Organisational Change

Abstract This article describes a study conducted to identify the range of potential influences that a computer-assisted careers guidance system (PROSPECT (HE)) had on the functioning of organisations (careers services in higher education). Data from six institutions indicated that use of PROSPECT (HE) was associated with important and varied change within the organisations. It appears that when a careers service seeks opportunities for change, CACG systems can be an important catalyst for change in two respects: by providing a focal point for achieving previously established goals; or, as a consequence of system use, by making staff aware of the potential for new organisational goals.

Strategic planning and performance measurement: Implications for careers services in higher education

Abstract Increasing pressures are being exerted on careers services in higher education to demonstrate their effectiveness. To avoid the imposition of crude and inappropriate measures, the issue of performance measurement needs to be subsumed within a broader approach to strategic planning. Two models are presented: a strategic-planning process used in the business sector, and a model developed for establishing accountability in careers services. Issues are identified in relation both to the process of the models and to the content of the careers-service matters to which they might be applied (many of these issues are relevant to other guidance and counselling services in higher education and elsewhere). Finally, some brief examples are presented of strategic planning in action.